scholarly journals Serie Galileo para el aprendizaje de la ortografía

2014 ◽  
pp. 278-318
Author(s):  
Dr. Jorge Vaca Uribe
Keyword(s):  
Primary School ◽  
Cellular Phones ◽  
Sufficient Condition ◽  
Space And Time ◽  
El Sistema ◽  
Word Processors ◽  
Syntactic Context

Cualquiera que sea el enfoque adoptado para la enseñanza de la escritura, éste deberá lograr que todos los niños y jóvenes lleguen a dominar el sistema gráfico y ortográfico de su lengua, y para ello la didáctica prevista deberá otorgarle un espacio y un tiempo para su enseñanza, según el desarrollo de los proyectos y las secuencias didácticas planeadas. Comprender ese sistema gráfico y ortográfico es una condición necesaria, aunque no suficiente, para dominarlo, y dicha comprensión no debe confundirse con la memorización de las “reglas de ortografía” ni puede ser reemplazada por la tecnología de apoyo a la escritura, como los correctores ortográficos de los procesadores de texto, mediocres y poco sensibles al contexto sintáctico. Además, aunque se estén extendiendo usos relajados “del código” de escritura mediante ciertas tecnologías de la comunicación (en mensajes por celular, chats, blogs), los usuarios han de conocer todos los “registros” ortográficos y poder usarlos en los contextos apropiados. Finalmente, dicha comprensión es indispensable para entender y tomar una postura frente a las reformas ortográficas, más o menos frecuentes.Por lo anterior, compartimos con los maestros un conjunto de reflexiones y de tipos de actividades útiles para abordar la enseñanza de la ortografía del español en la escuela primaria, actividades cuya eficiencia se probó en la práctica con niños durante casi una década. Estos tipos de ejercicios son sólo una muestra, abierta para que el maestro pueda adaptarla, en contenido y forma, a la población de niños con la que trabaja. AbstractAny approach that could be adopted to teach writing must make that all children master the graphic and orthographic system of his language and, for that, the didactic design must include space and time enough for its teaching in accordance with the projects development and the planed didactic sequences. Understanding that graphic and orthographic system is a necessary but not sufficient condition to master it, and such comprehension must not be confused for the mechanic memorization of any set of "orthographic rules", either replaced by technological supports for writing such as word processors' spell checkers, particularly inefficient (in the case of Spanish writing) because of its lack of sensibility to syntactic context. Even if certain uses of "relaxed" orthographic codes are spread out by some communication platforms like cellular phones, chats and blogs, the users must handle all the orthographic registers and use them in appropriate contexts. Finally, such comprehension is indispensable for the treatment and adoption of a personal posture facing the more than less frequent orthographic reforms.So, we share with teachers a set of reflections and a set of types of activities useful for the teaching of the Spanish spelling at the primary school. The efficiency of those activities has been proved in practice with children during almost a decade.  These kinds of exercises are only an open sample that the teacher could adapt, in form and content, to the population he is working with.Recibido: 05 de octubre de 2012Aceptado: 01 de abril de 2013

Maximisers for Strichartz inequalities on the torus

Nonlinearity ◽  
2021 ◽  
Vol 35 (1) ◽  
pp. 311-342
Author(s):  
Oreoluwa Adekoya ◽  
John P Albert
Keyword(s):  
Model Equation ◽  
Parameter Family ◽  
Sufficient Condition ◽  
Fourier Space ◽  
Optical Pulses ◽  
Space And Time ◽  
Stable Periodic ◽  
Range Of Values

Abstract We study the existence of maximisers for a one-parameter family of Strichartz inequalities on the torus. In general, maximising sequences can fail to be precompact in L 2 ( T ) , and maximisers can fail to exist. We provide a sufficient condition for precompactness of maximising sequences (after translation in Fourier space), and verify the existence of maximisers for a range of values of the parameter. Maximisers for the Strichartz inequalities correspond to stable, periodic (in space and time) solutions of a model equation for optical pulses in a dispersion-managed fiber.

scholarly journals Audiovisual education for childhood education

Comunicar ◽  
2003 ◽  
Vol 10 (20) ◽  
pp. 155-158
Author(s):  
Manuel Granado-Palma
Keyword(s):  
Primary School ◽  
Educational Program ◽  
Way Of Life ◽  
Childhood Education ◽  
Personal Influence ◽  
Audiovisual Education ◽  
El Sistema

The author is worried about audiovisual education at school, especially because of its social and personal influence on in our pupils´way of life. This paper describes the audiovisual educational program developed by a local primary school in Cádiz in ord Conscientes de la importancia de la educación audiovisual en el sistema educativo, y sensibilizados por las repercusiones sociales y personales que supone la carencia o déficit de la misma, en la Escuela Infantil Municipal de Cádiz se lleva a cabo un Programa con el objetivo de que los medios audiovisuales sean utilizados de una manera racional y crítica. La imagen es manipulable, la personalidad no debe serlo.

The Current Situation in Chemical Stabilization of Biological Materials

1972 ◽  
Vol 30 ◽  
pp. 132-133
Author(s):  
John H. Luft
Keyword(s):  
Electron Microscopy ◽  
Electron Microscope ◽  
Osmium Tetroxide ◽  
Molecular Level ◽  
Cross Linking ◽  
Chemical Stabilization ◽  
Specimen Preparation ◽  
Sufficient Condition ◽  
Radio Telescopes

With information processing devices such as radio telescopes, microscopes or hi-fi systems, the quality of the output often is limited by distortion or noise introduced at the input stage of the device. This analogy can be extended usefully to specimen preparation for the electron microscope; fixation, which initiates the processing sequence, is the single most important step and, unfortunately, is the least well understood. Although there is an abundance of fixation mixtures recommended in the light microscopy literature, osmium tetroxide and glutaraldehyde are favored for electron microscopy. These fixatives react vigorously with proteins at the molecular level. There is clear evidence for the cross-linking of proteins both by osmium tetroxide and glutaraldehyde and cross-linking may be a necessary if not sufficient condition to define fixatives as a class.

Los sujetos que buscan la novedad y los sujetos impulsivos puntúan bajo en matutinidad

2004 ◽  
Vol 11 (5) ◽  
pp. 297-302
Author(s):  
H. Caci ◽  
P. Robert ◽  
P. Boyer
Keyword(s):  
Gen Y ◽  
El Sistema

ResumenLa dimensión bipolar de matutinidad-vespertinidad se refiere a los momentos preferidos del día para llevar a cabo diversas actividades (es decir, la fase del reloj circadiano). Está validada desde un punto de vista biológico, se asocia al menos con un gen y es heredable por medio de un mecanismo epistásico. Se ha utilizado como variable próxima para estudiar las relaciones entre el sistema circadiano, la per-sonalidad y las manifestaciones psicopatológicas: hay una correlación entre la orientación vespertina y la depresión, la extraversión y, pro-bablemente, la impulsividad. Además, hay una posible relación con el temperamento en nifios, segiin teorizaron Thomas y Chess. En este artículo, desarrollamos la hipótesis de que los sujetos impulsivos puntúan bajo en matutinidad realizando un análisis factorial de la Esca- la Compuesta de Matutinidad, el Inventario del Temperamento y el Carácter de Cloninger y el Inventario de Ansiedad como Rasgo de Spielberger en una muestra de 129 varones. Probablemente, los resultados se pueden extender a mujeres. La matutinidad correlaciona negativamente con la búsqueda de novedad (que incluye una faceta de impulsividad), correlaciona positivamente con la persistencia y es independiente de las dimensiones de carácter y la ansiedad como rasgo. La investigación futura puede centrarse en la participación del sistema circadiano en estas dimensiones y facetas de la personalidad, y los beneficios de afiadir manipulaciones cronoterapéuticas en el tratamiento de los trastornos de la personalidad.

The prevalence of allergic diseases in primary school children in Edirne, Turkey

1997 ◽  
Vol 27 (3) ◽  
pp. 262-269 ◽  
Author(s):  
Z. TOROS SELCUK ◽  
T. CAG-LAR ◽  
T. ENUNLU ◽  
T. TOPAL
Keyword(s):  
Primary School ◽  
School Children ◽  
Allergic Diseases ◽  
Primary School Children

Languages in Space and Time

2020 ◽  
Author(s):  
Marco Patriarca ◽  
Els Heinsalu ◽  
Jean Leó Leonard
Keyword(s):  
Space And Time

On Space and Time

2008 ◽  
Author(s):  
Alain Connes ◽  
Michael Heller ◽  
Roger Penrose ◽  
John Polkinghorne ◽  
Andrew Taylor
Keyword(s):  
Space And Time

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

Time-Based Prospective Memory in Schoolchildren

2011 ◽  
Vol 219 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Babett Voigt ◽  
Ingo Aberle ◽  
Judith Schönfeld ◽  
Matthias Kliegel
Keyword(s):  
Primary School ◽  
Prospective Memory ◽  
Age Differences ◽  
Memory Retrieval ◽  
Primary Schools ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Strategic Monitoring ◽  
Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

Does the EEG Reflect Space- and Time-Coded Cerebral Functions?

1979 ◽  
Vol 24 (10) ◽  
pp. 824-824 ◽  
Author(s):  
DONALD B. LINDSLEY
Keyword(s):  
Space And Time
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